Abstract: This study sought to investigate the effect of computer-mediated communication (CMC) cooperative learning structures and presence/absence of cooperative learning techniques on improving pre-intermediate learners speaking skill. They participated in five CMC oral activities, each containing four tasks. Each activity was carried out in one of five 1.5 hour sessions using the NetOP virtual class system. Findings indicated that there was a main effect for the four cooperative learning structures (team-pair-solo, partners, jigsaw, and think-pair-share) over the control condition (positive interdependence) where no special role or task was assigned to any group member. The team pair solo was found to be the most functional cooperative learning structure as it was helpful in improving the speaking skill. Similarly, both techniques were reported to be very helpful in improving participants' performance in speaking. Finally, the study raises major implications related to the development of CMC systems for teaching/learning linguistic skills, including speaking.